Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUADAN204A, 'Perform basic Aboriginal and Torres Strait Islander dance technique'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform basic Aboriginal and Torres Strait Islander dance technique' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
1. Develop an understanding of Aboriginal and Torres Strait Islander dance as an art form | 1.1. Clarify the significance of dance performances from an Aboriginal and Torres Strait Islander perspective 1.2. Discuss the intention and key aspects of performances with relevant personnel 1.3. Follow relevant cultural protocols 1.4. Recognise that Aboriginal and Torres Strait Islander dance is composed of a variety and number of influences |
2. Develop basic dance performance skills | 2.1. Apply basic body design and traditional costumes for performance 2.2. Under the guidance of mentors or teachers, develop a range of basic dance skills 2.3. Apply safe dance practices at all times to prevent injury to self and others 2.4. Explore natural body response to varying Indigenous styles, including movement and percussion 2.5. Follow advice from others about ways to improve own dance technique |
3. Perform short dance sequences | 3.1. Use Aboriginal and Torres Strait Islander instruments with sensitivity and expression 3.2. Enact simple sequences combining a variety of discrete movements in ensemble or individually 3.3. Observe direction from relevant personnel 3.4. Observe and follow dictates of music or rhythm 3.5. Synchronise movements with ensemble where required |